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jLletin  of  the  extension 
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Entered  as  second-class  mail  matter,  October  15,  1915,  at  the  postoffice  at  Bloomingrton, 
Indiana,  under  the  Act  of  August  24,  1912.  Published  monthly,  by  Indiana  University, 
from  the  University  Office,  Bloomington,  Indiana. 


Vol.  IV 


BLOOMINGTON,  IND. 


No.  8 


Feeding  Children  at  School 

A  Method  of  Meeting  the  Problem  of 
Undernourished  Children 

By 

Edna  HatfieldJ  Edmondson, 
Field  Secretary,  Indiana.  Child  Welfare  Committee 


and 


J- 


Mabel  Thacher    Wellman, 
Associate  Professor  of  Home  Economics,  Indiana  Univerbity 


APRIL,     1919 


Contents 


PAGE 

Prefatory  Note 3 

I.  Organization  of  a  System  of  School  Feeding —  5 
...    lHhild  Welfare  4  "^ar-Time  Measure 5 

*r '•JtTnde^n^urisJjhi^nt  a  Principal  Defect  of  Children 6 

;  ;  ,a?Ji»ee.,Sy3tenis  pf  .School  Feeding 7 

-  •  *^  ••'.TAie  t;ctnjaQi;Sv\ll§.Plan 7 

The  Bloomington  Plan 11 

The  Terre  Haute  Hook  School  Plan _ 13 

School  Feeding  in  Indiana  Cities 16 

II.  The  Selection  of  Food  for  the  School  Lunch — 

Securing  the  Cooperation  of  the  Child 20 

What  to  Serve 20 

Correlation  with  Domestic  Science 21 

Suggested    Menus 22 


(2) 


Prefatory  Note 


This  bulletin  is  written  especially  for  Indiana  urban  communities 
with  the  hope  that  it  may  encourage  them  to  include  a  system  of  school 
feeding  as  a  part  of  their  program  of  child  care.  The  three  systems  of 
school  feeding  described  were  selected  because  they  were  developed  in 
communities  fairly  typical  of  urban  communities  in  the  state.  Conners- 
ville  may  be  taken  as  fairly  representative  of  the  small  city  community 
of  central,  northern,  and  eastern  Indiana;  Bloomington,  the  small  city  of 
southern  Indiana;  and  the  Terre  Haute  Hook  School  District,  the  poorer 
districts  of  the  larger  cities  of  the  state. 

While  the  subject  of  rural  school  feeding  has  not  been  specifically 
touched  on  in  this  bulletin,  because  the  carrying  out  of  a  feeding  program 
in  rural  communities  is  necessarily  somewhat  different  from  the  urban 
problem,  the  need  there  is  certainly  as  great  and  perhaps  even  greater 
than  in  urban  communities.  Much  that  is  here  given  would  apply,  how- 
ever, to  rural  conditions. 

No  attempt  is  here  made  to  hold  up  these  systems  as  complete  or  as 
finished  products.  They  are  offered  as  actual  working  models  which  are 
being  changed  and  improved  by  those  using  them.  For  a  further  dis- 
cussion the  reader  is  referred  to  the  literature  of  the  subject,  some  of 
which  is  included  in  the  short  bibliography  at  the  end  of  the  bulletin. 

This  bulletin  is  published  by  the  Extension  Division  of  Indiana  Uni- 
versity as  a  part  of  its  contribution  to  child  welfare.  It  forms  one  of  a 
series  of  informational  bulletins  and  circulars  on  problems  affecting 
children,  intended  for  general  reading;  that  is,  not  primarily  for  pro- 
fessional or  technical  purposes.  Among  these  bulletins  are,  "Play  and 
Recreation",  "The  Community  Schcolhouse",  dealing  with  the  wider  use 
of  schools  for  children  and  adults,  "School  and  Community  Service", 
which  treats  the  Community  Center  as  an  aid  to  children  especially, 
"Children's  Health  Conferences",  "High  School  Discussions",  "Community 
Welfare  Programs". 

Aside  from  publications  the  Extension  Division  offers  various  other 
specific  services  to  communities  for  child  welfare  work.  It  holds  com- 
munity institutes  with  special  features  for  children;  holds  conferences 
on  problems  of  child  welfare;  provides  speakers  for  community  meetings 
on  children's  problems;  provides  services  of  supervisors  of  play  and 
recreation  for  schools  developing  physical  training;  lends  package  librar- 
ies to  individuals  and  organizations  asking  for  information  on  phases  of 
child  welfare;  prepares  and  furnishes  on  request  club  study  outlines  on 
phases  of  child  welfare  problems;  lends  lantern  slides  and  notes  on 
"Playgrounds",  "Community  Centers",  and  "Child  Care";  prepares  and 

(3) 

444722 


4  Bulletin  of  the  Extension  Division 

lends  sets  of  slides  for  use  at  school  gatherings  or  in  class  work;  prepares 
and  circulates  panel  exhibits  on  child  welfare  topics;  holds  extension 
classes  in  school  problems;  conducts  correspondence  study  in  courses 
having  importance  for  child  welfare;  and  makes  studies  of  special  prob- 
lems affecting  communities.  For  information  concerning  these  various 
activities  address  The  Extension  Division,  Indiana  University,  Bloom- 
ington,  Indiana. 


Feeding  Children  at  School 


I.     ORGANIZATION  OF  A  SYSTEM  OF  SCHOOL  FEEDING 


Edna  Hatfield  Edmondson 


Child  Welfare  a  War-Time  Measure.  On  America's  entrance  into  the 
war  Miss  Julia  Lathrop,  Director  of  the  Children's  Bureau  of  the  United 
States  Department  of  Labor,  was  wise  enough  to  take  advantage  of  the 
experience  of  European  countries  in  the  war,  and  to  dcclr.re  the  welfare 
of  children  a  war  measure  of  first  importance.  Thereroro  there  v/a.s  in- 
corporated in  the  Council  of  National  Defense  a  Department  of  Child 
Welfare  now  known  as  the  Child  Conservation  Section  of  the  Field 
Division  of  the  Council  of  National  Defense,  with  Dr.  Jessica  B.  Peixotto 
as  chief. 

There  were  also  formed  in  every  State  Council  of  Defense  such  de- 
partments. In  the  Indiana  Council  of  Defense  the  Department  was  or- 
ganized in  the  Woman's  Section  with  committees  in  every  county  of  the 
state.  Each  county  committee  appointed  in  turn  sub-committees  in  each 
township  of  the  county. 

Children's  Year.  The  second  year  of  America's  participation  in  the 
war — April  6,  1918,  to  April  6,  1919 — was  announced  by  the  Children's 
Bureau  as  "Children's  Year".  A  comprehensive  child  welfare  program 
of  work,  known  as  the  Children's  Year  Working  Program,  was  formulated 
by  the  Children's  Bureau,  adopted  by  the  Child  Conservation  Section  of 
the  Woman's  Committee  of  the  Council  of  National  Defense,  and  handed 
down  to  the  Child  Welfare  Committees  of  the  state,  county,  and  township 
councils  of  defense,  to  be  carried  out  in  local  communities.  The  work  in 
the  communities  was  directed  toward  the  conservation  of  the  child;  first, 
thru  his  physical  well-being;  second,  thru  his  recreational  activities;  and 
third,  thru  his  educational  opportunities.  This  work  was  carried  on  in 
the  form  of  successive  campaigns  or  "drives";  the  Weighing  and  Measur- 
ing Drive,  the  Recreational  Drive,  and  the  Back-to-School  and  Stay-in- 
School  Drive.  These  "drives"  were  designed  to  find  out  the  actual  physic- 
al, recreational,  and  educational  conditions  of  the  children  of  the  United 
States  and  to  improve  any  such  if  found  unfavorable  to  child  life. 

Comtnunity  Needs  Revealed  in  Indiana.  The  campaigns  revealed  cer- 
tain definite  community  needs  in  Indiana.  Among  others,  the  Weighing 
and  Measuring  Drive  showed  the  immediate  need  in  many  communities 
for   public   health   centers,   public   health   nurses,   adequate   medical   in- 

(5) 


^^^-^  f^|>*6l^'  ^:i\,t/c^RULLETIN  OF  THE  EXTENSION  DIVISION 

spection  in  schools,  and  school  feeding;  the  Recreation  Drive,  the  im- 
mediate need  in  many  communities  for  recreation  directors  and  recreation 
centers;  the  Back-to-School  and  Stay-in-School  Drive,  the  immediate 
need  for  parent-teachers  clubs  in  every  school  community. 

Conservation  of  Lives  and  Health  of  Children.  The  first  consideration 
of  the  Children's  Year  Program  is  the  saving  of  lives  and  the  promotion 
of  the  health  of  children.  The  program  includes  children  up  to  and  thru 
the  eighteenth  year,  a  group  which  may  be  divided  into  three  sub-groups : 
first,  children  of  pre-school  age;  second,  children  of  school  age;  and  third, 
the  fourteen-sixteen-eighteen-year-old  group  which  is  in  school,  in  in- 
dustry, or  at  home. 

Something  at  least  has  been  known  in  the  past  of  the  physical  con- 
dition of  the  second  and  third  groups  of  children  as  revealed  by  physical 
inspection  and  physical  training  in  the  schools.  But  practically  nothing 
has  been  known  of  the  physical  condition  of  children  of  pre-school  age  ex- 
cept as  gleaned  from  death  returns,  which  give  numbers  of  deaths  at 
each  age  of  life,  and,  in  a  more  or  less  satisfactory  way,  the  causes  of 
death. 

Weighing  and  Measuring  Tests.  These  facts  led  to  the  first  "drive" 
of  Children's  Year — the  attempt  to  save  the  lives  of  the  one  hundred 
thousand  children  under  six  who  die  needlessly  in  the  United  States  each 
year,  and  to  improve  the  health  of  those  whose  lives  are  saved.  Indiana's 
quota  of  this  number  of  lives  to  be  saved  was  2,594. 

In  order  to  save  the  lives  of  these  children  it  was  first  necessary  to 
find  out  what  children  were  in  danger  of  dying,  where  these  children 
were,  what  was  the  matter  with  them,  and  what  to  do  for  them.  Hence  a 
weighing  and  measuring  test  accompanied  by  a  physical  examination  was 
conducted  all  over  the  country  for  children  under  six  years  of  age. 

Defects  Discovered.  In  Indiana  from  one-third  to  one-half  the  chil- 
dren so  examined  failed  to  pass  this  physical  test  satisfactorily.  Many 
children  were  found  suffering  from  some  specific  defect,  often  very  eas- 
ily corrected.  Altho  full  returns  have  not  yet  been  received,  chief  among 
these  defects  so  far  reported,  in  the  order  of  number  of  cases,  are: 
diseased  tonsils,  growing  adenaids,  undernourishment,  bad  teeth,  cir- 
cumcision needed,  hernia,  tuberculosis,  defective  eyes,  heart  trouble,  and 
defective  hearing. 

Undernourishment  a  Principal  Defect.  It  will  be  noted  that  under- 
nourishment stands  third  in  importance  in  the  list  of  principal  defects, 
second  only  to  tonsil  and  adenoid  difficulties,  in  this  group  of  children 
of  pre-school  age.  Complete  returns  may  show  that  undernourishment 
plays  an  even  greater  part  in  the  list  of  defects  than  here  given. 

This  examination  of  children  of  pre-school  age  had  one  rather  un- 
expected result.  It  invariably  served  to  concentrate  attention  on  the 
physical  condition  of  older  children  in  the  family,  children  of  school  age 
and  in  the  fourteen-sixteen-eighteen-year-old  group.  For  this  group 
there  comes  again  a  similar  report  of  defects,  undernourishment  stand- 
ing high  in  the  list.  Every  school  has  its  quota  of  undernourished  chil- 
dren, and  every  factory  and  workshop  its  quota  of  undernourished  young 
people. 


Feeding  Children  at  School  7 

Causes  of  Undernourishment.  Children  suffer  from  undernourish- 
ment for  various  reasons.  Poverty  is  an  important  factor.  Parents  may 
be  too  poor  to  secure  the  proper  kind  and  amount  of  food  for  growing 
children.  A  fact  of  greater  importance  than  poverty,  however,  is  ignor- 
ance. Parents  in  well-to-do  families  as  well  as  in  poor  families  are  often 
quite  ignorant  of  proper  foods  for  children,  and .  of  proper  times  and 
methods  of  feeding,  as  well  of  the  simplest  laws  of  hygienic  living.  Par- 
ental indifference  and  carelessness  also  play  their  part. 

Indifference  to  food  on  the  part  of  the  child  himself  is  often  met  with. 
Persuading  a  delicate  child  to  eat  those  foods  best  suited  to  his  bodily 
needs  is  often  a  mother's  most  difficult  task.  Then  there  are  those  chil- 
dren who  because  of  some  digestive  defect  cannot  properly  assimilate 
foods,  and  others,  who  because  of  some  special  condition,  should  have 
feedings  supplementary  to  their  regular  meals. 

Under nottrishment  a  Serious  Defect.  From  whatever  cause,  under- 
nourishment is  a  fact  of  vital  importance  in  the  health  of  the  three  age- 
groups  covered  by  the  Children's  Year  Program.  It  is  not  only  a  defect 
in  itself  but  so  lowers  the  resisting  power  of  the  child  that  he  is  rendered 
especially  susceptible  to  various  diseases,  one  of  the  most  serious  of  which, 
for  example,  is  tuberculosis. 

Any  program  of  follow-up  work,  therefore,  designed  to  correct  de- 
fects discovered  in  children  must  give  a  large  place  to  the  problem  of 
undernourishment. 

Dealing  with  the  Problem,  of  Undernourishment.  Various  general 
agencies  for  improving  the  physical  conditions  of  children  have  long  been 
dealing  with  the  problem  of  undernourishment.  Among  these  are  public 
health  centers,  children's  clinics,  medical  inspection  departments  of 
schools,  medical  departments  of  workshops  and  factories,  public  health 
nurses,  fresh  air  camps.  Special  methods  have  also  been  developed,  such 
as  malnutrition  clinics,  fresh  air  schools,  and  school  feeding. 

School  Feeding  for  Undernxyurisked  Children  of  School  Age.  Of  these 
special  methods  school  feeding  can  perhaps  reach  the  greatest  number  of 
children  of  school  age  most  immediately  and  directly  and  should  therefore 
be  at  once  extended  to  as  m.any  schools  as  possible. 

Three  Systems  of  School  Feeding.  This  paper  considers  three  differ- 
ent plans  of  school  feeding  as  actually  practiced  in  three  different  cities 
of  Indiana.  No  attempt  is  made  here  to  hold  up  these  systems  as  models 
— systems  which,  as  their  advocates  frankly  state,  are  now  only  in  the 
experimental  stage.  For  the  sake  of  clearness  these  systems  are  here 
designated  as  the  Connersville  plan,  the  Bloomington  plan,  and  the  Terre 
Haute  Hook  School  plan.  The  plans  in  detail  are  given  here  because  they 
have  proved  themselves  workable  and  readily-  lend  themselves  to  condi- 
tions in  Indiana  communities. 

The  Connersville  Plan.  Connersville  is  a  city  of  about  10,000  popula- 
tion, situated  in  a  well-to-do  farming  county,  its  industries  owned  and 
managed  locally,  and  its  wealth  resident  wealth.  Its  people  are  progress- 
ive and   deeply  interested  in   community  welfare      This  community  is 


o 
o 

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bo 


Feeding  Children  at  School  ^  9 

fairly  representative  of  communities  in  central,  northern,  and  eastern 
Indiana. 

The  Connersville  plan  of  school  feeding  is  the  furnishing  of-  whole 
milk  at  the  morning  and  afternoon  recesses  to  undernourished  children. 
The  work  was  started  last  year  and  is  now  done  in  two  schools,  the  Maple- 
wood  and  the  Fifth  Street  Schools,  and  will  be  extended  to  the  Eighth 
Street  School  in  the  near  future. 

Ba&is  of  Selection  of  Children.  The  children  who  are  selected  to  have 
the  feeding  are  selected  on  the  basis  of  undernourishment,  and  under- 
nourishment alone.  No  matter  from  what  type  of  home  he  comes — how 
wealthy  or  how  poor — if  a  child  shows  the  effects  of  undernourishment 
he  is  eligible  to  the  feeding.  He  is  selected  on  the  expert  advice  of  teach- 
er, nurse,  and  school  physician.  If  he  is  able  to  pay  for  the  milk  his  par- 
ents send  a  check  in  to  the  school  office ;  and  the  child  whose  parents  pay 
stands  on  exactly  the  same  basis  as  the  child  whose  parents  cannot  pay. 
The  chief  fact  for  the  child  and  for  the  school  is  the  fact  of  undernourish- 
ment. 

Some  of  these  children  come  from  homes  where  the  parents  are  too 
poor  to  get  enough  milk,  and  some  from  homes  where  the  parents  do  not 
understand  the  value  of  milk  in  a  child's  diet.  Some  of  the  children  refuse 
to  drink  milk  at  home.  For  example,  one  little  girl  will  not  take  milk  at 
all  at  home  but  given  a  bottle  and  a  straw  at  school  she  takes  her  share 
along  with  the  others.  Some  of  the  children  are  in  such  condition  that 
even  tho  they  eat  well  at  home  and  of  proper  food  they  need  supplement- 
ary feedings  at  regular  intervals  between  their  regular  meals.  Especially 
is  this  true  of  some  of  the  children  just  recovering  from  influenza.  For 
example,  one  little  boy,  left  pale  and  weak  from  influenza,  was  returned 
to  school  by  his  father  on  condition  that  he  receive  milk  feedings  with 
the  other  children. 

These  undernourished  children  are  the  ones  who  begin  to  show  a  list- 
lessness  and  indifference  in  the  schoolroom  about  ten  o'clock  in  the  morn- 
ing and  three  in  the  afternoon.  They  are  the  children  whose  bodies  are 
below  normal  weight  for  their  height  and  age. 

Agency  Respo7isible  for  the  System.  The  work  is  undertaken  by  the 
schools  themselves  under  the  superintendent  of  the  city  schools,  who  is 
president  of  the  County  Tuberculosis  Society,  and  the  school  nurse,  who 
is  also  the  county  tuberculosis  nurse. 

The  history  of  the  movement  goes  back  to  the  organization  of  the 
County  Tuberculosis  Society  when  the  superintendent  of  the  city  schools 
was  made  the  president  of  the  society,  and  when  the  present  nurse  was 
secured  as  tuberculosis  and  school  nurse;  because  the  success  of  the  plan 
is  largely  due  to  the  interest,  initiative,  and  resourcefulness  of  these  two 
persons.     As  the  superintendent  told  the  story,  one  day  the  nurse  came 

in  and  said,  "I  have  just  been  given  $25  by  Mrs.  X for  milk  and  I 

know  where  I  can  get  more."  Back  of  this  simple  statement,  to  those  who 
have  had  the  ofttimes  disheartening  experience  of  attempting  to  secure 
private  funds  for  public  welfare  work,  is  the  vision  of  hours  of  effort. 
It  is  the  vision  of  a  deep  conviction  backed  up  by  an  infinite  amount  of 
tact,  of  perseverance,  and  of  patience. 

This  first  $25  started  the  work,  and  plenty  of  money  has  been  re- 


10  Bulletin  of  the  Extension  Division 

ceived  from  private  sources  to  keep  it  going.  An  arrangement  was  made 
with  a.  dairyman  to  bring  milk  in  half -pint  bottles,  and  a  supply  of  straws 
was  secured  from  the  nearest  drug-store  soda  fountain. 

The  System  in  Operation.  The  milk  is  given  regularly  at  the  morning 
and  afternoon  recesses.  The  following  description  may  be  taken  as 
typical  of  what  happens  at  the  afternoon  recess  of  any  day  in  the  Maple- 
wood  School.  At  the  tapping  of  the  recess  bell  certain  children  leave  the 
other  groups  and  file  upstairs  to  the  nurse's  office.  Here  in  an  ordinary 
drygoods  box  are  40  half-pint  milk  bottles.  Twenty-two  of  these  bottles 
are  empty — the  result  of  the  morning's  raid ;  the  other  18  are  filled  with 
whole  milk  showing  the  cream  line  far  down  in  the  bottle.  These  are  set 
out  on  a  little  table;  a  smiling  teacher  takes  off  the  caps,  and  from  a 
sanitary  glass  jar  takes  a  straw  for  each  bottle.  As  each  child  comes 
into  the  room  his  name  is  recorded.  He  takes  a  bottle,  stirs  the  milk  and 
cream  together,  and  proceeds  in  regular  soda  fountain  style.  As  soon  as 
he  has  finished  he  throws  his  straw  into  the  waste-basket,  rinses  his  bot- 
tle at  the  sink,  and  puts  it  back  into  the  drygoods  box.  Then  he  is  off  to 
the  playground.    As  the  superintendent  said,  "That  is  all  there  is  of  it." 

Equipment.  The  only  equipment  used  for  this  system  is  a  table  to 
hold  the  bottles,  a  sink  for  rinsing  the  bottles,  a  wastebasket  for  the  used 
straws,  a  bunch  of  straws  in  a  glass  jar  with  glass  lid  for  keeping  the 
straws  sanitary,  a  number  of  half-pint  milk  bottles,  and  an  ordinary  box 
for  holding  them.  These  two  latter  articles  are,  of  course,  provided  by 
the  dairyman,  the  rest  by  the  school. 

The  milk  used  is  whole  milk.  Most  of  the  children  are  given  a  half- 
pint  at  both  recesses,  making  a  pint  for  each  child  a  day.  A  few  chil- 
dren, however,  depending  on  their  physical  condition,  come  only  once  a 
day,  and  receive  only  a  half-pint  each  a  day. 

Cost.  About  twenty  children  a  day  are  fed  at  each  school,  so  that 
about  forty  half-pints  or  two  and  one-half  gallons  are  used  daily  at  each 
school.  The  milk  is  bought  for  50  cents  a  gallon  which  makes  the  cost 
per  school  about  $1.25  a  day  or  about  6^/4  cents  for  each  child  a  day. 
About  half  the  children  pay  for  their  milk,  so  the  actual  cost  per  day  for 
each  school  is  about  62^  cents  or  a  little  over  $12.50  a  month. 

Results.  The  results  of  this  system  are  rather  marked.  In  the  first 
place,  the  teachers  note  an  increased  mental  alertness  in  the  children  in 
the  schoolroom.  From  week  to  week  a  marked  gain  in  weight  has  been 
i?oted.  One  little  girl  gained,  for  a  period  of  two  and  one-half 
weeks,  almost  two  pounds  a  week.  The  greatest  difference  is  apparent  in 
the  increased  activity  of  the  children  on  the  playground.  Before  the  feed- 
ing system  was  started  these  undernourished  children  were  listless  and 
inactive,  standing  off  by  themselves  on  the  playground;  but  since  the 
feeding  they  are  much  more  active,  taking  their  place  in  normal  play 
with  other  children. 

During  the  influenza  epidemic  when  many  Indiana  communities  were 
closing  their  schools,  this  system  of  milk  feeding  (together  with  the 
adequate  medical  inspection  system  and  school  nursing)  was  one  of  the 
factors  which  influenced  the  people  of  Connersville  to  vote  to  keep  their 
schools  open.     They  felt  that  in  the  schools  cases  of  influenza  could  be 


Feeding  Children  at  School  11 

quickly  detected,  the  sick  children  could  be  sent  to  their  homes  where 
they  would  receive  adequate  care,  and  could  be  returnd  to  the  schools 
after  recovery  with  the  assurance  that  proper  after-care  could  be  had 
for  each  case.  And  in  the  after-care  of  many  of  these  cases,  the  milk 
feeding  is  an  important  aid. 

The  Bloomington  Plan.  Bloomington  is  a  city  of  about  12,00.0  popula- 
tion, the  county-seat  of  a  county  not  very  rich  in  farming  land.  The 
chief  wealth  is  in  the  stone  industry.  In  the  city  itself  are  several  fac- 
tories, largely  home-owned,  which  furnish  employment  to  both  men  and 
women,  and  the  State  University  which  adds  to  the  population  of  the  city 
its  student.^  and  faculty  members.  The  people  of  the  city  are  fairly 
awake  to  their  social  problems,  and  the  quality  of  service  rendered  in 
public  welfare  is  for  the  most  part  of  a  very  high  order. 

The  Bloomington  plan  of  school  feeding  is  the  serving  of  a  hot  noon 
lunch  free  to  undernourished  children  in  two  schools,  the  Central  and 
McCalla  Schools,  by  the  parent- teachers  clubs. 

Basis  of  Selection  of  Children.  At  the  Central  School  the  children 
selected  for  the  feeding  are  children  of  working  mothers — mothers  who 
must  work  away  from  home  all  day.  These  children  were  accustomed  to 
various  makeshifts  for  lunch.  Some  went  home  for  lunch,  to  a  home 
where  there  was  no  fire  and  no  warm  lunch,  where  they  took  left-over 
cold  food,  cold  biscuits,  etc.,  from  an  uninviting  "safe";  or  they  brought 
their  lunch  to  school  with  them  in  a  basket,  a  lunch  so  poor  that  in  some 
instances  the  children  slipped  off  to  the  basement  to  eat  because  they 
were  ashamed  to  let  other  children  see  how  little  they  had.  Some  were 
given  money,  perhaps  a  quarter,  before  they  left  home  in  the  morning 
with  which  to  buy  a  lunch.  A  lunch  which,  left  to  the  judgment  of  the 
children,  often  consisted  of  a  can  of  beans  bought  for  15  cents  say,  or  a 
loaf  of  bread,  with  cakes,  candy,  an  all-day-sucker  or  chewing-gum. 

Many  of  the  children  were  accustomed  to  come  to  school  without  break- 
fast. In  the  families  of  the  poor  many  times  the  mother  must  get  up 
very  early  and  go  to  work  by  early  daylight  in  the  coldest  part  of  the 
winter,  leaving  the  children  in  bed  to  save  fires.  The  children  then  get 
up  just  in  time  to  dress  and  go  to  school. 

It  might  be  said  here  that  the  children  of  the  poor  are  not  the  only 
ones  who  go  to  school  without  breakfast.  In  some  well-to-do  homes  the 
family  gets  up  late,  the  children  are  hurried,  they  are  afraid  of  being 
late  to  school,  and  have  no  appetite  for  breakfast.  Then  there  are  those 
children  who  are  naturally  indifferent  to  food  early  in  the  morning. 
These  children,  however,  are  not  provided  for  at  the  Central  School. 

The  children  selected  are  known  to  the  teachers,  and  their  home  con- 
ditions are  known  to  social  workers.  They  are  quietly  invited  to  the 
school  office  at  lunch  time  in  such  a  way  that  there  is  no  embarrassment 
on  their  part. 

At  the  McCalla  School  the  children  are  chosen  on  the  basis  of  under- 
nourishm.ent,  even  tho  from  fairly  well-to-do  homes,  tho  the  lunches  are 
still  free.  The  teachers  and  social  workers  give  the  names  of  children 
to  the  parent-teachers  club. 

Agency   Responsible   for   the   System.      In  both  schools  the  parent- 


12  Bulletin  of  the  Extension  Division 

teachers  club  is  responsible  for  the  work.  In  the  Central  School  about 
twenty  women  of  the  club  volunteered  and  at  first  worked  two  together, 
but  now  find  it  easier  to  work  alone.  That  is,  one  woman  of  the  twenty 
agrees  to  be  responsible  for  the  work  for  one  day.  In  that  way,  taking 
turns,  each  of  the  women  is  responsible  for  one  day  every  four  weeks. 

The  System  in  Operation.  The  woman  who  is  hostess  for  the  day  pre- 
pares the  food  at  home  and  takes  it  to  the  school  piping  hot.  If  necessary 
the  principal  sends  one  of  the  big  boys  to  help  carry  the  food  to  the  school. 

The  food  is  served  on  a  large  table  in  the  office  of  the  principal.  A 
white  table-cloth  is  spread  on  the  table  and  white  paper  napkins  put  at 
each  place.  The  children,  who  have  been  given  soap  and  sent  to  the 
lavatory  to  wash  their  hands  and  faces,  come  in  and  each  stands  by  the 
side  of  his  regular  place  while  a  short  grace  is  said.  It  is  "just  like  a 
little  dinner  party",  as  one  of  the  women  expressed  it. 

After  lunch  the  children  help  clear  the  table.  The  boys  sweep  up  the 
crumbs  and  bring  the  dishwater,  and  the  girls  help  wash  the  dishes.  In 
ten  minutes  everything  is  cleared  away  and  the  children  are  on  the 
playground. 

Equijjment.  The  equipment  at  the  Central  School,  which  was  fur- 
nished by  the  women  themselves,  a  few  pieces  from  each,  is  kept  in  shelves 
in  the  principal's  office.  This  equipment  is  worth  perhaps  $5  and  con- 
sists of  dishes,  knives,  forks,  spoons,  a  dishpan,  and  towels. 

Menus.  The  menus  are  prepared  on  the  advice  of  persons  with  train- 
ing in  home  economics,  care  being  taken  that  each  child  shall  get  the 
proper  proportion  of  proteins  (usually  milk  in  some  form),  of  fats,  of 
starchy  foods,  of  fruits,  of  cereals,  and  sweets. 

The  menus  vary  from  day  to  day.  For  example,  one  day  at  the 
Central  School  the  children  had  creamed  potato  soup,  graham  crackers, 
bread,  butter,  and  jelly  sandwiches.  There  was  15  cents*  worth  of  po- 
tatoes; 18  cents'  worth  of  bread,  10  cents'  worth  of  milk,  10  cents'  worth 
of  crackers,  5  cents'  worth  of  jelly,  5  cents'  worth  of  butter — total  cost 
63  cents.    Nine  children  shared  this  at  a  cost  of  7  cents  a  child. 

Other  menus  consisted  of:  (1)  mush  and  milk,  fruit,  graham  crack- 
ers, cookies;  (2)  escalloped  potatoes,  grape  juice,  sandwiches,  butter, 
bread,  doughnuts;  (3)  bean  soup,  gem  cakes,  sandwiches,  bread,  butter,, 
and  jelly. 

At  the  McCalla  School  each  child  has  a  glass  of  milk  (a  quart  of  milk 
serving  four  children)  or  its  equivalent  in  a  milk  soup  every  day.  In 
addition  there  is  always  plenty  of  bread  and  butter,  and  some  fruit,  jelly, 
or  apple.  At  Christmas  and  Thanksgiving  there  are  parties  for  the  chil- 
dren, with  candles  to  brighten  the  table. 

Numbers  Served  and  Cost.  The  numbers  served  vary  somewhat, 
averaging  about  12  a  day  at  the  Central  School,  and  from  17  or  18  to  24 
or  25  at  the  McCalla. 

At  the  Central  School  whatever  money  is  needed  is  taken  out  of  the 
regular  funds  of  the  parent-teachers  club.  At  the  McCalla  School,, 
however,  a  campaign  for  funds  was  made  and  no  difficulty  whatever 
was  experienced  in  raising  them. 

At  the  Central  School  accurate  figures  are  kept  of  the  cost  of  the^ 


Feeding  Children  at  School  13 

lunches.  Even  if  the  food  is  donated  (as  in  many  cases  all  or  part  of 
it  is)  an  estimate  is  made  of  the  cost  of  each  article.  The  cost  varies 
from  a  little  over  5  cents  to  10  cents  a  day  for  each  child.  The  average 
cost  of  menus  is  about  96  cents  or  less  than  a  dollar  a  day,  about  $20  a 
month.  This  estimate  is  perhaps  a  little  low  as  most  of  the  articles  of 
food  are  donated  and  estimates  of  donated  materials  are  more  likely  to 
be  too  low  than  too  high. 

In  neither  school  is  any  charge  made  to  the  child  for  the  food. 

Results.  The  women  comment  especially  on  the  politeness  of  the 
children.  Attention  is  given  to  their  table  manners  and  it  is  remarkable 
how  quickly  the  children  improve.  The  educational  value  of  this  training 
in  manners  must  not  be  underestimated.  The  meal  properly  served,  with 
white  table-cloth  and  napkins,  is  not  the  least  part  of  the  training  when 
it  is  considered  that  some  of  these  children  come  from  homes  where  such 
a  properly  served  meal  is  unknown.  The  responsibility  for  helping  clear 
away  is  also  valuable. 

At  both  schools  the  results  of  the  lunches  are  quite  noticeable  in  the 
children  in  the  schoolroom.  Teachers  note  that  they  are  brighter  and 
take  hold  of  their  work  better,  the  difference  showing  both  physically  and 
mentally. 

Not  the  least  important  result  is  the  effect  on  the  women  who  help 
serve  the  lunches.  Under  the  leadership  of  the  persevering,  self-sacrific- 
ing women  who  had  the  courage  to  start  the  movement  and  to  see  it  thru, 
at  whatever  expenses  to  their  own  personal  comfort,  there  has  been 
developed  a  community  consciousness  and  a  sense  of  helpfulness  to  others 
that  will  not  soon  die  out. 

The  Terre  Haute  Hook  School  Plan.  The  Terre  Haute  Hook  School 
plan  is  the  serving  of  a  hot  noon  lunch  at  a  very  low  price  to  any  child 
in  the  school  regardless  of  his  physical  or  financial  condition. 

Terre  Haute  is  a  manufacturing  city  of  about  75,000  population.  The 
factories,  mills,  and  foundries  in  the  city,  and  the  coal  mines  just  outside 
the  city  furnish  work  for  the  greater  part  of  its  people.  The  city  has 
32  public  schools  including  the  two  high  schools,  the  departmental  school, 
and  a  girls'  and  a  boys'  vocational  school. 

Neighborhood  Conditions.  The  Hook  School,  so  named  for  the  first 
mayor  of  Terre  Haute,  is  in  the  West  End  District,  the  worst  district  of 
the  city.  The  school  draws  its  children  from  this  district  west  to  the 
river,  with  notorious  Taylorville  just  on  the  other  side  of  the  river,  east 
to  the  Evansviile  and  Terre  Haute  Railroad,  north  to  Sycamore  Street, 
and  south  several  squares  to  a  rather  ragged  boundary  line,  the  younger 
children  from  a  part  of  this  district  on  the  south  coming  to  the  Hook 
School,  and  the  older  going  to  another  school.  This  area  includes  the 
worst  slum  district  of  the  city.  Practically  every  unfortunate  social  con- 
dition-is illustrated;  bad  housing,  overcrowding,  bad  sanitation,  bad 
moral  conditions,  disease;  conditions  which  the  better  class  of  families  in 
the  district  seem  unable  to  improve. 

The  population  of  the  district  is  mixed  and  shifting.  That  part  of  it 
which  works  regularly  works  in  the  mines,  in  the  meat  packing  company, 
in  the  laundry,  in  the  hominy  mill,  and  the  saw  mill.    Then  there  is  the 


14  Bulletin  of  the  Extension  Division 

house-boat  population;  the  horse  traders,  of  more  or  less  doubtful  habits 
of  industry;  the  floaters;  the  "down-and-outers". 

Home  conditions  are  often  very  poor.  Many  of  the  parents  apparently 
have  no  moral  sense,  the  women  living  with  other  men,  mothers  and  fath- 
ers separated,  with  little  sense  of  responsibility  for  the  future  of  their 
children. 

It  is  in  this  part  of  the  city  that  the  old  segregated  district  flourished, 
the  women  flaunting  themselves  on  the  streets  without  shame  before  the 
children.  Such  disgusting  sights,  however,  caused  no  comment  among 
these  children  who  were  born  and  bred  in  such  conditions,  and  accepted 
them  as  part  of  their  everyday  lives. 

Since  this  segregated  district  has  been  abolished  and  its  population 
forced  to, leave,  it  has  become  a  haven  for  the  negroes  from  the  South 
(Terre  Haute's  share  of  the  general  negro  movement  to  the  North)  who 
have  had  to  take  anything  that  offers  a  roof.  They  have  now  filled  in 
this  old  "red  light"  district  where  housing  conditions  are  unspeakably 
crowded,  unsanitary,  and  danger 3us  both  physically  and  morally. 

In  the  Hook  School  district  there  are  also  a  great  many  Syrians,  who 
have  yet  to  learn  American  standards  of  sanitation  and  cleanliness. 

Basis  of  Selection  of  Children.  It  is  in  such  places  as  these  that  the 
Hook  School  children  have  their  homes.  Every  child  in  the  school  is 
eligible  to  the  noon  lunches.  No  selection  on  the  basis  of  undernourish- 
ment is  necessary;  they  are  practically  all  undernourished.  Some  cry 
from  stomachs  aching  for  want  of  food.  The  principal  of  the  school 
likened  the  giving  of  a  bowl  of  nourishing  soup  to  these  children  to  pour- 
ing a  cup  of  fresh  water  on  a  drooping  plant.  Some  of  the  children  come 
from  homes  where  no  physical  attention  whatever  is  given  them,  where 
sores,  cuts,  and  bruises  go  unattended.  Some,  deserted  by  their  mothers, 
come  from  places  where  the  father  is  trying  to  keep  some  semblance  of  a 
home.  These  children  starting  to  school  each  morning  are  given  money 
with  which  to  buy  a  "grocery  lunch".  In  one  such  case,  the  father  sent 
his  children  to  the  school  at  6  o'clock  in  the  morning  because  he  must  get 
to  the  mines  early,  and  could  not  care  for  them  at  home. 

For  these  children,  the  principal  of  the  Hook  School  against  great 
odds  is  doing  her  best.  In  spite  of  the  gloomy  ramshackle  building,  with 
its  two  tiny  spaces  for  play  (one  of  which  is  merely  the  asphalt  paved 
widening  of" the  front  sidewalk),  the  living  breathing  spirit  of  that  school 
is  the  only  bright  thing  in  the  lives  of  many  of  these  children.  And  this 
spirit  is  the  heart  and  soul  of  the  principal  of  the  school.  The  hot  noon 
lunch  is  only  one  of  her  schemes  to  improve  the  social  conditions  in  the 
district  thru  the  children. 

Agency  Responsible  for  the  System.  The  system  of  feeding  was  be- 
gun at  the  Hook  School  seven  years  ago  by  the  civic  league.  When  it 
was  first  started  the  women  of  the  civic  league  made  the  soup  at  one  of 
the  hotels  and  brought  it  to  the  school  hot,  where  it  was  served  in  the 
kindergarten  room.  This  method  was  so  awkward  that  agitation  was 
begun  for  a  lunchroom  in  the  school  itself.  After  much  difficulty  the 
school  board  was  persuaded  to  allow  the  use  of  a  room  for  the  purpose 
This  room  is  a  basemetnt  room  that  was  originally  used  for  a  junkroom 


Feeding  Children  at  School  15 

for  all  the  schools  of  Terre  Haute.  The  civic  league  first  undertook  to 
equip  the  room,  but  the  school  board  finally  fitted  it  up  and  paid  for 
a  woman  to  do  the  cooking.  This  really  marked  the  beginning  of  domestic 
science  in  the  Terre  Haute  schools,  as  shortly  after  the  most  of  the 
equipment  was  taken  out  to  the  other  schools  to  fit  up  rooms  for  teaching 
domestic  science. 

Operation  of  the  System.  The  actual  cooking  is  done  by  a  woman 
hired  for  the  purpose.  The  children  help  in  the  preparation  of  the  meals 
and  in  the  clearing  up  afterwards.  Some  of  the  boys  and  girls  help  peel 
potatoes,  others  help  wash  soup  bowls,  and  others  brush  up  the  crumbs. 
These  children  receive  their  lunches  in  payment  for  their  services.  At 
first  the  principal  had  social  workers  come  in  from  the  outside  to  super- 
vise the  room  while  the  children  were  eating,  but  she  now  assumes  this 
duty  herself.  As  there  is  not  enough  room  or  equipment  to  serve  all  at 
once  the  small  children  are  served  first  at  about  11:30.  Their  dishes  are 
then  washed  and  the  room  made  ready  for  the  older  children. 

Equipment.  The  lunchroom,  called  by  the  children  the  "soup  room", 
is  a  good-sized  corner  basement  room  facing  to  the  south  and  west  with 
plenty  of  windows  on  these  two  sides,  so  that  the  sunlight  shines  almost 
across  the  room  in  the  afternoon.  Until  this  year  there  was  no  heat  in 
the  room,  except  that  given  out  by  the  cooking  range,  but  now  it  has  been 
equipped  with  heating  arrangements  like  those  in  the  rest  of  the  school- 
rooms. The  room  and  part  of  the  equipment  are  furnished  by  the  school 
board,  which  also  pays  the  wages  of  a  woman  to  do  the  cooking. 

At  one  side  of  the  room  there  is  a  large  second-hand  cooking  range. 
Two  coal-oil  ranges  were  put  in  last  year  but  have  been  little  used.  In 
the  center  are  two  long  rows  of  white  painted  tables  with  benches  on  each 
side  made  by  carpenters.  Across  one  end  of  the  room  is  another  white 
table  used  to  hold  the  glass  bread  case,  pans,  and  other  parts  of  the  equip- 
ment. In  one  corner  is  a  sink  with  running  water.  Against  the  walls 
are  three  cupboards,  made  at  the  vocational  school,  and  used  to  hold 
dishes  and  food,  and  at  one  end  are  rows  of  built-in  shelves  for  the  same 
purpose. 

The  cooking  utensils  consist  chiefly  of  five-gallon  lard  cans  and  a 
large  dishpan.  The  dishes  are  chiefly  soup  bowls  and  spoons.  In  ad- 
dition there  are  brushes,  dustpans,  dishpans,  and  tea  towels  for  clearing 
away  and  washing  dishes. 

A  quantity  of  food  is  kept  on  hand  all  the  time.  The  built-in  shelves 
in  the  lunchroom  are  filled  with  jellies,  spreads,  canned  vegetables,  and 
condensed  milk.  In  one  storeroom  are  potatoes,  beans,  canned  vegetables, 
a  case  of  macaroni,  a  case  of  mustard;  and  in  another  in  the  basement 
more  potatoes,  a  sack  of  onions,  etc.,  enough  food  altogether,  as  estimat- 
ed by  the  principal,  to  last  a  year. 

Menus.  The  menus  consist  of  the  same  items  each  day — a  bowl  of 
soup  with  bread  for  2  cents,  sandwiches  at  1  cent  each,  or  bread  with 
jelly  or  spread  of  some  kind.  The  soup  is  usually  some  kind  of  meat  soup, 
with  plenty  of  vegetables.  The  meat  is  taken  from  the  soup  when  done 
and  ground  to  make  filling  for  the  sandwiches.  Bean  soup  is  one  of  the 
favorites  of  the  children. 


16  Bulletin  of  the  Extension  Division 

Numbers  Served.  The  attendance  at  the  school  is  a  little  over  400 
children  and  of  these  about  90  are  served  in  the  lunchroom  each  day. 
Last  year,  in  all  there  were  served  6,650  meals.  The  cooking  must,  of 
course,  be  done  in  quantities,  in  large  utensils.  For  example,  for  one 
lunch  a  large  dishpan  of  beans  went  into  three  five-gallon  lard  cans, 
making  twelve  and  one-half  gallons  of  soup.  Ninety-nine  children  were 
served  that  day,  making  about  a  pint  of  soup  for  each  child.  The  day 
before  13  cans  of  corn  and  a  bushel  of  potatoes  had  gone  into  the  soup. 
About  four  dozen  loaves  of  bread  are  used  a  day. 

Cost.  The  food  used  in  the  lunchroom  is  obtained  in  various  ways. 
The  small  charge  for  the  food  does  not  nearly  cover  its  cost.  For  the 
first  few  years  the  civic  league  paid  the  deficit.  One  year  $25  was  re- 
ceived from  the  school  board.  But  most  of  the  expense  is  met  by  the 
scheming  and  solicitation  for  funds  by  the  principal  of  the  school.  Last 
year  the  school  had  a  garden  across  the  river  and  raised  a  bushel  of 
beans.  Much  of  the  jelly  and  spread  is  donated.  Last  year  253  quarts  of 
different  fruits  and  vegetables  were  put  up,  most  of  the  materials  for 
which  (like  corn,  tomatoes,  grapes,  apples)  were  donated.  The  principal 
has  asked  that  the  food  collected  in  the  schools  at  Thanksgiving  and 
Christmas  be  given  to  this  school.  Last  year  a  part  of  such  food  was 
given  the  school  and  this  year  most  of  it.  The  woman  who  does  the  cook- 
ing is  paid  $2  a  day  by  the  school  board.  In  addition,  when  not  busy  in 
the  lunchroom,  she  has  charge  of  the  bathroom  where  many  of  the  chil- 
dren take  their  baths,  and  acts  as  matron. 

Ainy  child  in  the  school  may  go  to  the  lunchroom.  Altho  a  very  slight 
charge  is  made  for  the  food,  some  of  the  children  cannot  afford  even  this 
and  are  given  their  slips  of  paper  for  lunch  without  charge.  Some  earn 
their  lunch  by  helping  in  the  lunchroom.  All  these  children  are  person- 
ally known  by  the  principal  who  keeps  closely  in  touch  with  their  home 
conditions. 

Results.  No  figures  have  been  kept  to  measure  the  benefits  of  this 
system.  For  this  class  of  children,  none  are  necessary  to  show  marked 
results.  As  the  principal  expressed  it,  some  of  them  "wobbled  on  their 
feet  like  new-born  calves".  To  many  of  them  the  lunchroom  means  the 
only  opportunity  for  anything  that  approaches  a  proper,  diet,  and  the 
cheeriness  and  good-will  that  go  with  it  is  food  for  their  little  hungry 
souls. 

School  Feeding  for  Indiana  Cities.  In  the  minds  of  many  people  the 
problem  of  food  has  been  considered  a  problem  to  be  solved  by  the  family 
and  not  one  in  which  the  community  at  large  has  any  interest.  A  lack 
of  the  proper  kind  and  amount  of  food,  however,  resulting  in  positive  de- 
fect, is  now  coming  to  be  more  clearly  recognized  as  a  matter  of  concern 
to  more  than  the  family  of  which  the  individual  happens  to  form  a  part 

Defects  mid  Diseases  Community  Problems.  Contagious  diseases  have 
long  been  regarded  as  distinctly  community  problems  and  their  eradica- 
tion and  control  proper  fields  for  community  action.  It  is  true  too  that 
a  comparatively  limited  number  of  persons  in  every  community  have  for 
some  time  in  the  past  considered  noncontagious  defects  and  diseases  in 
gcelation  to  their  effect  on  the  life  of  the  community  as  a  whole  and  have 


Feeding  Children  at  School  17 

labored  for  their  correction  and  cure  thru  organized  community  effort. 
It  remained  for  the  war,  however,  to  arouse  communities  generally  to  ap- 
proach this  subject  of  noncontagious  defects  and  diseases  from  the  view- 
point of  community  welfare.  The  great  number  of  rejections  of  men  in 
the  draft  because  of  defects  and  diseases  largely  preventable,  especially 
if  treated  early  in  life,  brought  communities  to  a  consciousness  of  their 
military  weakness  because  of  the  physical  weakness  of  their  individual 
members.  Out  of  this  consciousness  of  military  weakness  was  born  a 
consciousness  of  weakness  in  civil  life  because  of  defects  and  diseases  of 
members  of  the  community. 

Therefore  when  Indiana  communities  discovered  thru  the  weighing 
and  measuring  test  that  from  one-third  to  one-half  of  their  children  were 
suffering  from  defects  and  diseases  they  immediately  set  about  to  improve 
this  condition.  Operations  are  being  performed,  defects  are  being  cor- 
rected, and  medical  treatment  is  being  secured  in  individual  crises.  In 
many  places  it  is  necessary  to  build  up  community  machinery  to  carry 
on  this  work.  Public  health  centers,  public  health  nurses,  and  adequate 
medical  supervision  in  schools  are  of  primary  importance  in  dealing  with 
defects  and  diseases. 

School  Feeding  a  Community  Undertaking.  School  feeding  offers  an 
immediate  and  direct  method  of  dealing  with  the  specific  problem  of 
undernourished  children  in  the  schools.  The  details  of  this  method  as 
used  in  three  Indiana  cities  have  been  given  here  with  the  hope  that 
other  communities  in  the  state  will  see  the  possibility  of  fitting  some 
such  system  to  their  own  situation.  The  report  of  a  plan  which  has 
actually  worked  and  brought  results,  however  incomplete  or  imperfect 
that  plan  may  be,  may  carry  a  conviction  that  could  not  possibly  be  con- 
veyed by  a  report  of  a  system,  however  perfect,  operated  in  a  distant 
place.  While  the  plans  here  given  are  still  in  the  experimental  stage, 
and  while  the  details  of  the  three  vary  rather  widely,  there  are  certain 
principles  which  may  recommend  themselves  to  other  communities. 

Starting  a  System  of  School  Feeding,  The  decision  to  start  a  system 
of  school  feeding  must  be  based  on  a  study  of  the  conditions  to  be  met. 
This  involves  a  careful  study  of  the  number  of  children  in  the  schools  who 
need  the  feedings,  the  degree  of  undernourishment  from  which  they  are 
suffering,  the  conditions  in  the  homes  from  which  they  come,  the  type  of 
neighborhood  in  which  they  live,  and  the  general  conditions  in  the  whole 
city  or  community. 

In  selecting  children  for  the  feeding,  undernourishment  should  be  the 
first  consideration.  Each  child  selected  should  be  considered  first,  by  the 
scTiool  nurse,  the  school  physician,  and  the  teacher,  from  the  point  of 
view  of  the  problem  that  he  presents  in  the  school;  and,  second,  by  a 
trained  social  worker  (visiting  nurse,  visiting  teacher,  or  a  representative 
of  some  other  community  social  agency)  from  the  point  of  view  of  his 
home  and  community  environment.  Every  undernourished  child,  regard- 
less of  his  home  conditions,  should  be  included.  The  children  of  the  well- 
to-do  should  have  the  same  opportunities  as  the  rest  of  the  children  of 
the  school. 

After  this  group  is  cared  for,  any  other  arrangement  the  school  wishes 


18  Bulletin  of  the  Extension  Division 

to  make  for  the  rest  of  its  children  may  be  made,  but  not  until  this  first 
group  is  cared  for. 

Before  starting  any  system  of  feeding  there  must  be  some  one  or  two 
individuals  who  whole-heartedly  believe  in  the  system  and  who  are  will- 
ing to  make  personal  sacrifices  to  see  it  thru,  who  will  act  as  the  moving 
force  and  the  center  of  responsibility.  Without  this  factor  the  schemes 
could  not  hope  for  much  success.  In  Connersville  this  leadership  is  the 
superintendent  of  schools  and  the  school  nurse;  in  Bloomington,  the  lead- 
ers of  the  parent-teachers  clubs;  and  in  the  Terre  Haute  Hook  School,, 
the  principal. 

In  the  three  instances  given  the  systems  were  started  informally,  sup- 
ported by  private  funds,  and  carried  on  in  the  beginning  rather  inde- 
pendently. This  is  a  proper  form  of  procedure  in  starting  the  school 
feeding  system  and  should  be  continued  while  the  work  is  in  its  early 
experimental  stage.  It  should  not,  however,  be  undertaken  with  the  idea 
of  remaining  a  private  enterprise,  but  with  the  aim  of  being  ultimately 
taken  over  and  operated  by  the  schools  themselves  and  supported  by  pub- 
lic funds,  in  so  far  as  the  work  is  not  self-supporting. 

The  actual  operation  of  the  system  should  be  made  as  simple  as  pos- 
sible but  not  at  the  expense  of  proper  form,  good  manners,  and  the  re- 
sults to  be  accomplished.  For  example,  the  white  table-cloth  and  napkins 
in  the  Bloomington  plan  should  not  be  given  up  for  the  sake  of  the  slight 
extra  expense  and  trouble  they  involve. 

In  no  case  need  the  equipment  be  elaborate  or  expensive.  Such  items 
as  tables,  chairs,  benches,  shelves,  etc.,  may  give  practical  opportunity  to 
manual  training  departments  of  the  schools  themselves,  and  dishes  and 
other  such  equipment  may  very  often  be  donated. 

The  cost  of  operating  the  system  need  not  be  very  great.  The  effort 
should  be  to  supply  plain  but  nourishing  food,  and  this  is  comparatively 
inexpensive.  In  Bloomington  the  actual  cost  is  about  7  cents  a  day  for 
each  child  served  and  in  Connersville  about  QV4.  cents  a  day.  These  es- 
timates, however,  leave  out  the  cost  of  the  labor. 

The  charge  to  the  child  should  not  be  excessive.  In  every  case  those 
children  whose  parents  are  able  to  pay  should  do  so,  even  tho  a  small 
amount,  and  those  whose  parents  cannot  should  receive  the  food  free. 
Some  means,  however,  should  be  devised  whereby  the  children  themselves 
are  not  conscious  of  the  fact  that  some  pay  and  some  do  not.  In  some 
communities  a  graduated  scale  of  prices  may  be  used  whereby  some  chil- 
dren may  pay  full  price,  others  a  part  of  the  actual  cost,  and  others  not 
at  all,  as  at  Connersville.  Or,  depending  on  the  community,  the  cost  may 
be  far  below  the  actual  cost,  as  at  the  Hook  School  in  Terre  Haute. 

In  every  case  the  food  should  be  carefully  selected  and  prepared.  This 
should  always  be  done  under  the  advice  of  a  trained  dietitian.  In  al- 
most every  Indiana  community  there  is  some  person  trained  in  domestic 
science;  the  county  home  demonstrator  or  the  domestic  science  teacher 
in  the  schools  will  freely  give  their  advice  to  the  work.  If  the  milk  feed- 
ing system  is  decided  on,  care  must  be  taken  that  the  quality  of  the  milk 
is  good,  and  the  dairy  from  which  it  comes  must  be  carefully  inspected. 

The  numbers  served  will  depend  on  the  community.  In  certain  dis- 
tricts the  number  of  undernourished  children  may  be  at  least  one-half 


Feeding  Children  at  School  19 

the  school  attendance,  in  other  districts  only  a  small  proportion.  Care 
must  be  taken  that  all  undernourished  children  are  included  in  the  feed- 
ing. 

Educational  Value  of  the  School  Feeding  System.  The  system  should 
be  made  as  definitely  educational  as  possible.  The  child  himself  should  be 
taken  into  the  scheme,  so  that  instead  of  accepting  blindly  what  is  offered 
him,  he  may  have  some  vision  of  the  reasons  for  the  system  and  the  re- 
sults to  be  accomplished.  Such  a  procedure  not  only  secures  the  interest 
of  the  child,  such  an  important  factor  in  the  success  of  any  scheme,  but 
helps  him  to  fix  certain  rules  of  living  and  carry  them  over  into  his  life 
beyond  school  age.  Even  the  youngest  children  can  grasp  this  relation- 
ship. 

The  system  should  be  made  an  important  part  of  the  health  teaching 
of  the  school.  It  should  be  related  to  the  domestic  science  teaching  in 
such  a  way  that  the  child  receives  training  in  food  values  in  relation  to 
his  bodily  needs.  It  should  be  related  to  the  physical  education  depart- 
ment so  that  he  is  impressed  with  the  importance  of  a  well  nourished 
body  in  terms  of  what  his  body  can  do  in  the  gymnasium  and  on  the  play- 
ground. It  should  be  related  to  the  department  of  the  school  physician 
and  school  nurse,  so  that  the  child  can  keep  count  of  his  gain  in  weight. 
It  should  be  related  to  the  teaching  of  physiology  and  hygiene,  so  that 
he  may  look  upon  proper  diet  as  one  of  the  important  principles  of 
health. 

The  system  should  be  definitely  related  to  the  home  training  of  the 
children.  Supervision  in  the  lunchroom  should  be  exercised  from  the 
viewpoint  of  training  such  as  is  to  be  had  in  homes  where  good  breeding 
and  a  consideration  for  others  form  the  basis  of  the  relationship  of  the 
members  of  the  household.  In  Connersville  the  responsibility  of  each 
child  for  rinsing  and  returning  his  own  bottle;  in  Bloomington  the  train- 
ing in  table  manners,  the  use  of  the  white  cloth  and  napkins,  the  grace  at 
table,  the  responsibility  for  helping  clear  away;  in  the  Terre  Haute  Hook 
School  the  training  in  manners,  and  the  training  not  to  waste  are  very 
important  considerations  and  should  be  given  even  further  attention. 

School  Feeding  Part  of  a  Community  Program  of  Child  Care.  Since 
school  feeding  offers  an  immediate  and  direct  method  of  dealing  with  the 
specific  problem  of  undernourished  children  of  school  age,  it  should  be 
extended  at  once  to  as  many  schools  as  possible.  The  inauguration  of  any 
system  of  school  feeding  should  be  considered,  however,  as  a  part  of  the 
whole  child  welfare  program  of  the  community.  It  should  be  regarded, 
first,  as  a  part  of  a  general  scheme  for  the  physical  care  of  the  children 
of  the  community,  and  this  scheme  for  the  physical  care  of  children 
should  be  related  to  a  general  community  program  of  child  nare. 


20  Bulletin  of  the  Extension  Division 

II.  THE  SELECTION  OF  FOOD  FOR  THE  SCHOOL  LUNCH 


Mabel  Thacher  Wellman 


The  right  selection  of  food  to  serve  for  a  school  lunch  is  of  great 
importance.  Too  many  undernourished  children  are  in  poor  health  not 
because  they  do  not  get  enough  food  but  because  they  do  not  get  the 
light  kind  of  food.  Many  children  refuse  to  eat  foods  that  are  especially 
good  for  them.  This  is  particularly  true  of  them  at  home.  One  of  the 
first  things,  then,  to  consider  is  obtaining  the  cooperation  of  the  child. 

Securing  the  Cooperation  of  the  Child.  Much  work  is  at  present  being 
done  in  the  schools  to  teach  the  laws  of  health  to  the  children.  Too  often 
this  ends  with  the  teaching  of  formal  rules  with  not  much  adaptation  to 
the  individual  needs  of  the  child,  and  especially  without  any  considera- 
tion of  the  importance  of  arousing  ambitions  to  be  healthy.  Yet  v/e  know 
that  all  boys  are  anxious  to  be  large,  strong,  and  athletic,  and  all  girls 
to  be  well  developed  and  beautiful.  If  thru  physiology  and  domestic 
science  these  desires  can  be  fully  awakened,  and  the  relation  of  food  to 
health  be  properly  impressed,  much  of  the  battle  is  won. 

In  some  schools  children  are  taught  to  chart  their  own  weight  from 
week  to  week,  shown  what  they  should  weigh  for  their  height,  and  v/hat 
they  should  gain  in  a  month.  These  charts  carried  home  soon  bring  to 
the  school  the  mother  of  the  child  not  making  proper  progress  to  know 
what  she  can  do  to  help.  Here  is  the  opportunity  to  teach  mother  and 
child  what  he  should  and  should  not  eat. 

The  lunchroom  in  which  a  group  of  children  eat  a  served  meal  has 
advantages  over  the  lunch  counter  from  which  the  child  selects  according 
to  the  whim  of  the  moment.  In  the  former  case  more  pressure  is  brought 
to  bear  to  induce  him  to  eat  all  proper  kinds  of  food.  The  force  of 
example,  too,  helps  bring  this  about.  The  Incident  has  already  been  told 
of  the  child  who  drank  no  milk  at  home  yet  took  it  daily  at  school  with  no 
complaints.  Mothers  whose  children  return  after  a  term  at  boarding- 
school  are  usually  astonished  in  the  change  in  food  habits  of  their  chil- 
dren who  have  learned  to  like  what  they  have  always  refused  before. 

When  the  children  are  of  different  nationalities  with  widely  differing 
tastes  in  foods,  the  difficulty  is  perhaps  greatest,  yet  recently  in  New 
York  a  group  of  children  from  all  kinds  of  foreign  homes  were  fed  at 
school,  side  by  side,  with  identical  food,  and  there  were  no  complaints. 
There  was  an  abundant  gain  in  health  on  the  part  of  the  children. 

What  to  Serve.  A  question,  then,  of  prime  importance  is  what  should 
children  eat.  Children  need  abundant  mineral  matter  to  form  bones, 
teeth,  and  new  tissue  for  growth.  This  is  to  be  obtained  from  fruit, 
vegetables,  and  milk.  Children  also  need  especially  the  vitamine  neces- 
sary to  stimulate  proper  growth.  This  is  present  in  greatest  abundance 
in  the  fat  of  milk,  therefore  it  is  present  in  whole  milk,  and  in  butter. 
It  is  also  present  in  true  oleomargarine,  especially  if  it  has  been  churned 
with  milk.  The  nut  butters  do  not  furnish  it,  but  the  leaf-vegetables, 
lettuce,  spinach,  kale,  and  cabbage,  do,  and  so  do  the  yolks  of  eggs. 


Feeding  Children  at  School  ill 

Fruits  and  Vegetables  Especially  Needed.  It  is  usually  not  difficult 
to  get  children  to  eat  fruit,  stewed  or  raw.  It  is  usually  harder  to  make 
them  eat  vegetables.  However,  if  sufficient  ingenuity  is  used  in  their 
preparation,  they  can  usually  be  made  acceptable.  Most  green  vegetables, 
as  well  as  corn,  potatoes,  beans,  and  cabbage,  make  delicious  milk  soups,, 
thus  combining  two  desirable  food  materials.  Children  will  often  like 
vegetables  served  in  white  sauce  which  they  would  scorn  if  served  alone. 
Creamed  white  turnips,  creamed  cabbage,  creamed  onions,  or  creamed 
carrots  are  all  far  less  pronounced  in  flavor  than  are  the  simple  veget- 
ables.    Some  children  will  relish  vegetables  as  salad. 

Milk.  Childi  en  who  will  not  drink  a  pint  of  milk  a  day — the  least  that 
any  child  under  eight  should  have  daily — will  eat  it  unquestioned  in  milk 
soups,  milk  puddings,  or  as  cocoa.  The  scientists  tell  us  that  the  lime  in 
milk  is  particularly  available  and  is  needed  by  all  children  to  make  proper 
growth.  The  presence  of  the  growth-stimulating  vitamine  has  already 
been  mentioned. 

Meat.  Meat,  especially  for  the  child  under  eight,  is  not  essential. 
Since  meat  is  expensive  food  and,  since  the  child  usually  has  some  served 
him  at  home,  it  can  well  be  used  as  a  flavor  to  make  him  eat  vegetables 
and  cereals,  rather  than  being  served  in  large  amounts.  Most  children 
will  eat  meat  soups  made  with  plenty  of  vegetables,  or  mashed  potatoes 
with  meat  gravy,  or  meat  stew  with  vegetables,  or  pot  roasts.  The  meat, 
after  the  soup  is  made,  can  be  taken  out,  ground,  and,  properly  seasoned, 
be  used  to  make  sandwiches. 

Cereals.  Cereals  are  nourishing  and  cheap.  The  child  who  scorns 
them  may  be  induced  to  change  his  mind  if  they  are  served  with  chopped 
dates,  figs,  or  raisins  stirred  in,  or  with  syrup  instead  of  milk.  Cold 
cereal  cut  in  slices,  fried,  and  served  with  syrup  is  usually  a  favorite 
dish,  and  if  care  is  taken  not  to  use  more  fat  than  is  necessary  in  frying, 
this  is  a  suitable  dish.  Soups  made  from  cereals  or  from  dried  peas  and 
beans,  and  macaroni  cooked  in  various  ways  are  hearty  yet  digestible 
dishes. 

Sweets.  Simple  cake  and  cookies,  jellies,  preserves  (not  too  sweet), 
and  jams,  as  well  as  simple  puddings,  will  all  be  acceptable  as  relishes. 

What  Not  to  Serve.  Hot  breads,  rich  greasy  foods,  like  pie  and 
doughnuts,  tea  and  coffee,  heavy  foods  like  dumplings,  should  not  be 
served.    The  child's  energy  should  not  be  used  up  in  digesting  food. 

Food  Combinations.  One  thing  to  remember  is  that  the  foods  to  be 
served  at  one  time  should  be  considered  in  relation  to  each  other.  Avoid 
serving  too  many  strong  flavored  foods  at  once,  as  liver  and  turnips; 
or  too  many  milk-flavored,  as  rice  and  potatoes.  Liver  and  potatoes,  or 
rice  and  turnips,  would  be  better  relished  together.  Avoid  serving  too 
many  liquid  or  semi-liquid  foods  at  one  time — or  too  many  dry  ones. 
Remember  not  to  have  too  many  hearty  foods  one  day,  or  all  light  ones 
another.  Except  in  very  warm  weather,  at  least  one  food  should  be 
served  hot. 

Correlation  with  Domestic  Science.  To  function  fully,  the  planning  of 
meals  should  be  in  the  hands  of  someone  who  knows  not  only  what  chil- 


22 


Bulletin  of  the  Extension  Division 


dren  should  eat,  but  also  what  the  group  of  children  to  be  fed  actually  eat 
at  home,  so  that  the  supplementary  food  furnished  at  school  may  properly 
balance  the  day's  supply.  This  is  of  the  greatest  importance,  for  physic- 
ians tell  us  that  often  the  evil  results  of  poor  feeding  do  not  show  unlil 
later  in  the  child's  development,  perhaps  only  as  he  enters  adult  life. 

If  she  is  a  trained  worker,  it  is  desirable  that  the  cooperation  of  the 
domestic  science  teacher  be  obtained.  While  all  the  work  of  preparation 
and  serving  will  be  too  much  to  put  on  her  shoulders  or  on  her  girls,  she 
should  welcome  a  chance  to  prepare  food  in  her  laboratory  in  larger 
quantities  than  in  individual  portions,  and  she  can  often  plan  to  help 
out  with  special  dishes. 

Perhaps  it  is  more  desirable  that  the  children  to  be  served  help  with 
the  serving  and  dishwashing  so  that  they  may  obtain  the  benefit  of  the 
lessons  to  be  learned  there,  than  that  the  work  fall  on  a  restricted  group, 
as  the  girls  in  the  domestic  science  class,  requiring,  perhaps,  too  much 
of  their  time. 

During  the  war,  many  schools  had  their  children  prepare  conservation 
posters  in  art  work.  Nowadays  they  might  make  very  effective  posters 
on  right  feeding  and  its  results,  interesting  themselves,  the  other  chil- 
dren, and  the  mothers  in  the  work. 

Suggested  Menus.  The  following  menus  are  suggested  for  school 
lunches : 


Scotch  broth 
(meat  and  cereal  soup) 
Bread  and  butter 
Cookies 


II 


III 


Cabbage,    carrot,  and     Cream  of  pea  soup 

potato    stew  Corn  bread  and  butter 

Bread  and  butter  Apple  sauce 

Custard 


IV 

Rice  and  cheese 

Bread  and  butter 

Apples 

Milk  to  drink 

VII 

Stewed  raisins 
Scalloped   potatoes 


Baked  potatoes 
Boiled  onions 
Bread  and  butter 
Baked  apples 

VIII 

Meat  sandwiches 
Baked  bananas 
Milk 


VI 

Fried  mush  and  syrup 
Rhubarb  sauce 
Cocoa 


IX 

Vegetable  stew- 
Lettuce  sandwiches 
Prunes 


Bread  and  butter 
Cocoa 

Below  are  given  menus  from  the  manager's  report  of  the  Wells  School 
lunchroom — a  "Penny  Lunch"  Room  in  Chicago  which  more  than  pays  for 
the  cost  •  of  the  food  materials  (wholesale  buying) .  The  sale  of  ice- 
cream and  candy  adds  to  the  profit.  The  report  was  made  in  the  latter 
part  of  January,  1919. 


Feeding  Children  at  School 

Menu  I 


23 


Macaroni  and  Cheese 
Cocoa  and  Milk 


Vegetable    Soup 
1  lb.   chopped  meat  $  .21 
1  can  tomato  paste       .30 

1  can  tomatoes 17 

Celery    10 

Parsley    05 

Onion     01 

Cabbage    03 

1    lb.    rice. 10 

Total     cost $0.97 

Total    sales 1.17 

Total    gain $  .20 


Vegetable  Soup 
Escalloped  Corn 

Cost  Schedule 

Mashed    Potatoes 

1  pk.    potatoes $  .35 

2  qt.    milk    12 

Total    cost    $  .47 

Total  sales  92 

Gain     $.  45 


Mashed  Potatoes 
Jam  Sandwiches 


Escalloped   Corn 

3   cans   corn $  .37 

1    qt.    milk   OG 

Crackers 06 

Total    cost    $  .49 

Total  sales .61 


Gain 


.$  .12 


Macaroni  and  Cheese 

1  can  tomatoes $  .18 

2  lb.    macaroni 25 

Cheese    .26 


Total     cost. 
Total   sales- 


Gain 


Cocoa   and  Milk 
21    qts.    skim   milk....$1.26 

1%    lbs.    cocoa 38 

1^   lbs.  sugar 15 

Total    cost    $1.79 

Total    sales 1.83 


Sandwiches 

5    loaves    bread $  .65 

2y2    lbs.    filler 55 

Total    cost    $1.20 

Total  sales  1.58 


87 

...?  .18  Gain     $  .04  Gain     $ 

Number  of  one-cent  portions  served:     698 

Profit,  $1.37 

Menu  II 


Beef  Loaf 

Cocoa  and  Milk 

Vegetable   Soup 
2  cans  tomato  pastel 

1  can  tomatoes 

1    lb.    rice 

Celery,  parsley,  cab- 
bage,   carrots  

.30 
.17 
.10 

.23 

Total    cost    $  .80 

Sales   sales    1.01 

Gain     $ 

.21 

Beef  Loaf 
2  lb.  chopped  meat..$ 

Bread    crumbs 

1    can  tomatoes... 

.42 

.17 
.17 

Total    cost    $ 

Total  sales 

.64 
.33 

Loss    $ 

.21 

Number 

Vegetable  Soup 
Prune  Pudding 

Cost  Schedule 

Mashed  Potatoes 

1  pk.    potatoes $  .85 

2  qt.  milk  12 

Total    cost    $  .47 

Total  sales   85 


Gain 


.$  .38 


Sandwiches 

5    loaves    bread $  .63 

2 1/2    lbs.    jam 55 

Total    cost    $1.18 

Total    sales    1.64 

Gain     $  .46 


Mashed  Potatoes 
Jelly   Sandwiches 


Prune    Pudding 

1    lb,    prunes $  .12 

1    lb.    s'igar 10 

^   lb.   corn  starch 05 

Total    cost    $  .27 

Total  sales   41 


Gain 


.$  .14 


Cocoa 
21   qts.   skim   milk....$1.26 

1^    lbs.   cocoa 38 

IV^    lbs.  sugar 15 

Total    cost    $1.79 

Total  sales  1.80 

Gain     $  .01 


of  one-cent  portions  served:     604 

Profit,  $0.99 


24 


Bulletin  of  the  Extension  Division 


Baked  Beans 
Beverages — Cocoa   and 


Vegetable   Soup 

Celery    ?  .10 

Carrots    05 

Parsnips-2    08 

i    lb.    rice 10 

Meat     20 

2  cans  tomatoes 35 

1  can  tomato  paste..     .17 

Total    cost    $1.00 

Total  sales   1.13 

Gain     13 

Esccdloped    Potatoeii 
1    pk.    potatoes $  .35 

3  qts.  milk  18 

Total    cost    ....$  .53 

Total  sales  73 

Gain     20 

Cocoa   and   Milk 
21    qts.   skim  milk....$1.26  * 

l^^    lbs.    cocoa 35 

1%   lbs.  sugar 15 

Total    cost    $1.76 

Total  sales   1.83 

Gain     $  .07 

Number 


Menu  III 

Vegetable  Soup 
E scalloped  Cabbage 
Apple  Sauce 
Milk  Sandwiches 

Cost  Schedule 

Baked    Beans 

1  can  tomatoes $  .17 

1  can  tomato  paste..     .15 

5   lbs.   beans 75 

1   can   molasses 05 

1    can    vinegar    sea- 
soning     05 

Total    cost    $1.17 

Total  sales   1.55 

Gain     $  .28 

Apple   Sauce 

4  lbs.   apples   $  .30 

1    lb.    sugar    10 

Total    cost    $  .40 

Total  sales 67 

Gain     $  .27 


Escalloped  Potatoes 
Jelly 


Esca'loped    Cabbage 

Cabbage     $  .15 

2  qts.  milk  12 

Seasonings    05 

Total    cost    $  .32 

Total  sales   25 

Loss    $  .07 

Sandwiches 

h    loaves    bread $  .63 

•J  1/2    lbs.    filler 55 

Total    cost    $1.18 

Total  sales   1.58 

Gain     $  .40 


of  one-cent  portions  served: 


774 

Profit,  $1.28 


Feeding  Children  at  School 


25 


Menu  IV 

Spanish  Rice  Vegetable  Soup 

Chocolate  Pudding 
Sandwiches 
Beverages — Cocoa  and  Milk 

Cost  Schedule 


Vegetable    Soup 

Ma-ihed  Potatoes 

2  cans  tomato  paste$  .30 

1    pk.    potatoes $ 

.35 

1    can    tomatoes 18 

1%    qts.    milk 

.10 

1  lb.  rice  13 

Cabbage     13 

Carrots    05 

Celery     13 

Turnips      03 

Onions     02 

1    lb.    meat 22 

Total    cost    $1.19 

Total  sales   1.36 


Total    cost    $  .45 

Total  sales   91 


Gain     $  .46 


Gain 


.$  .14 


Chocolate  Pudding 
V2  lb.  chocolate  pud- 
ding  $ 

1  lb.  sugar  10 


Total    cost    $ 

Total  sales  


,17 

Spanish    Rice 
3    lbs.    rice   

.$ 

.35 

30 

.10 

Onions 

03 

.27 

.74 

Total    cost    

Total  sales   

J 

.83 

Gain 


.$  a: 


Gain 


.$  .15 


Cocoa  and  Milk 
21   qts.   skim  milk....$1.26 

114    lbs.   cocoa 38 

1^   lbs.  sugar 15 

Total    cost    $1.79 

Total  sales   1.90 


Sandioichea 

5  loaves  bread $ 

3    lbs.    filler 


.60 


Total    cost    $1.23 

Total  sales   1.50 


Gain 


.$  .11 


Gain 


.$  .27 


Creamed  Waxed  Beans 


Jelly 


Creamed  Waxed  Beans 

1    qt.    milk $  .06 

1  can   beans 80 

Fat  and  flour 06 

Total    cost    $  .92 

Total  sales  72 

Loss    ....$  .20 


Number  of  one-cent  portions  served: 


796 

Profit,  $1.45 


26 


Bulletin  of  the  Extension  Division 


Escalloped  Salmon 
Cocoa 


Cream    of    Tomato    Soup 
10  qts.   skim  milk....$  .63 

2  cans  tomatoes 36 

Seasoning     03 

Total    cost    $1.02 

Total  sales   55 

Loss    $  .47 

Escalloped  Corn 

3  cans   corn S  ,36 

2  qts.  >nilk 13 

2   eggs 09 

Total    cost    $  .58 

Total  sales  60 

Gain     $  .02 

Cocoa  and  Milk 
21   qts.   skim  milk....$1.26 

liVz   lbs.   cocoa  38 

1%   lbs.  sugar  15 

Total    cost    $1.79 

Total  sales   1.92 

Gain     $  .13 

Number 


Menu  V 

Cream  of  Tomato  Soup 

Mashed  Potatoes 

Nectarines 

Cost  Schedule 

Escalloped  Salmon 

3    cans    salmon $  .54 

2         cans         cracker 

crumbs     05 

Seasoning     02 

Total    cost    $  .61 

Total  sales  87 

Gain     $  .26 

Nectarines 
o    lbs.    nectarines $  .75 

Total    cost    $  .75 

Total  sales   83 

Gain     $  .08 

Sandwiches 

5    loaves    bread $  .63 

2    lbs.    filler 50 

Total    cost    $1.13 

Total  sales 1.30 

Gain     $  .17 


Escalloped  Corn 
Sandwiches 


Mashed  Potatoes 

1    pk.    potatoes $  .35 

11^   qts.  milk 10 

Total    cost    $  .45 

Total  sales   1.10 

Gain     $  .65 


of  one-cent  portions  served:     717 

Profit,  $0.84 


Selected  Bibliography 


Bryant,  L.  S,     School  Feeding.    Lippincott. 

Children's  Year  Leaflets  Nos.  1,  2,  3,  5,  6.     United  States  Department 

of  Labor,  Children's  Bureau,  Washington,  D.C. 
Hadley,    Geraldine.      Diet   for    School    Children.      Leaflet    1(|3,    Purdue 

University. 
The  School  Lunch.    Extension  Bulletin  72,  Purdue  University. 
Hunt,  C.  L.     Daily  Meals  of  School  Children.     United  States  Bureau  of 

Education,  Bulletin  No.  3,  Washington,  D.C. 
Rose,  M.  S.    Feeding  the  Family.    Macmillan. 
School  Lunches.     United  States  Farmers'  Bulletin  No.  712,  Washington,. 

D.C. 


Extension  Division  Publications 


Unless  a  price  is  stated  publications  are  free.  Where  publications  are  marked  with 
an  asterisk  (*)  reduced  rates  are  made  for  purchases  in  quantity.  A.  limited  number  of 
copies  of  publications  marked  with  a  dagger  (fj  are  distributed  free  of  charge  to  citizens 
of  Indiana. 

Circulars  of  Information — 

Community  Institutes :     Explanation  and  Suggested  Programs. 

Community  Institutes :     Methods  of  Organization. 

Public  Discussion  :     Package  Libraries. 

Club-Study:     Departments  and  Courses  of  Study. 

Extension  Lectures :     List  of  Speakers  and  Subjects. 

Play  and  Recreation. 

Japanese  Prints. 

Children's  Health  Conference. 

Business  Courses  at  Indianapolis. 

Commencement  Lectures. 

The  Fourteen— minute  Speech. 

High  School  Discussion  League. 

Bulletins — 

Proceedings  of  a  Conference   (First)    on  Taxation  in  Indiana   (1914).     50  cents. 
Proceedings  of  a  Conference   (Second)   on  Taxation  in  Indiana   (1915).     25  cents. 
Public  Discussion  Manual  for  Civic  Discussion  Clubs. 
*Proceedings  of  a  Conference  on  the  Question   "Shall  a  Constitutional  Convention  be 

Called  in  Indiana?"     25  cents. 
Proceedings  of  a  Conference   (First)   on  Educational  Measurements    (1914).      (Out  of 

Print) . 
tProceedings  of  a  Conference  (Second)  on  Educational  Measurements  (1915).    50  cents. 
Public   Discussion:      High   School   Discussion   League — County   Government    (1914-15; 

Municipal   Home   Rule    (1915-16)  ;   Compulsory   Military   Service    (1916-17)  ;    War 

Finance   in    the    United     States      (1917-18);       Universal     Service    for    Citizenship 

(1918-19^. 
A  Manual  of  Pageantry. 

Extension  Division  Announcements    (1917-18). 
History  Teaching  in  the  Secondary  Schools :     A  Conference  held  at  Gary,  Ind.      ( Out 

of  Print) . 
tProceedings  of  the  Indiana  Newspaper  Conference    (1915").     25  cents. 
Correspondence-Study. 

Lantern  Slides :     Rules  for  Borrowing,  Catalog,  and  Suggestions  for  Use. 
The  Community  Schoolhouse :     Bibliography,  Notes,  List  of  Lantern  Slides. 
First  Loan  Exhibit  of  Pictures :     A  Catalog,  with  Notes. 
Early  Indiana  History:     Bibliography,  Notes,  and  List  of  Lantern  Slides. 
Indiana  Local  History :     A  Guide  to  its  Study,  with  some  Bibliographical  Notes. 
Westminster  Abbey:     A  Lecture  to  Accompany  Lantern  Slides. 
Reference  Aids  for  Schools. 
Community  Welfare  Programs. 
Play  and  Recreation :     Four  Papers  read  at  the  Indiana  State  Conference  on  Play 

and  Recreation   (1916).      (Vol.  I,  No.  11). 
Play  and  Recreation :     Four  Papers  Read  at  the  Indiana  State  Conference  on  Play 

and  Recreation  (1916).     (Vol.  II,  No.  1). 
Community  Institutes. 
tProceedings  of  a  Conference  (Third)   on  Educational  Measurements   (1916)   .  50  cents. 
Package  Libraries.     (Out  of  print). 
Class  Instruction. 

How  to  Start  and  Operate  a  City  Public  Retail  Market.     (Out  of  print). 
Cooperative  Retail  Delivery. 
Financing  the  War. 

tVocational  Recreation  in  Indiana.     $1.00. 
Club-Study  Outlines :    America's  War  Problems  and  the  Background  of  the  Great  War. 
Women  in  Industry. 

tProceedings  of  a  Conference  (Fourth)  on  Educational  Measurements.     1917.    50  cents. 
Extension  Courses  of  Instruction  at  Fort  Wayne,  1918-19. 
Extension  Courses  of  Instruction  at  Indianapolis,  1918-19. 
Public  Markets. 
Town  and  City  Beautification. 
School  and  Community  Service. 

tProceedings  of  a  Conference  (Fifth)  on  Educational  Measurements.    1918.    50  cents. 
Visual  Instruction. 

Miscellaneous — 

An  Outline  for  the  Study  of  Current  Political,   Economic,  and  Social  Problems.     15 

cents. 
*Readinfi:s  in  Indiana  History.     Cloth:     70  cents. 


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